Training systems and methods for improving accuracy in an activity

ABSTRACT

The present embodiments provide a system for improving ability level in an activity. The system comprises a first target comprising a first dimension and a first color, and a second target comprising a second dimension and a second color. The second dimension is greater than the first dimension, and the second color is different than the first color. In one embodiment, the first target is a first home plate, and the second target is a second home plate. The first home plate may comprise a first width and the second home plate may comprise a second width, wherein the second width is greater than the first width. Additionally, user instructions are provided that specify a sequence of distances for positions of the first and second targets over activity intervals. The user instructions may be selected based on various user characteristics.

PRIORITY CLAIM

This invention claims the benefit of priority of U.S. ProvisionalApplication Ser. No. 61/382,316, entitled “Training Systems And MethodsFor Improving Accuracy In An Activity,” filed Sep. 13, 2010, thedisclosure of which is hereby incorporated by reference in its entirety.

BACKGROUND INFORMATION

This disclosure relates generally to the fields of activities, and moreparticularly, to training systems and methods for improving accuracy inan activity.

Control in the form of accuracy is an important quality for a variety ofactivities. In baseball or softball, players require control in order tothrow at a selected location. Similarly, in football, basketball, darts,bowling and other activities, control is a critical element in throwingor otherwise moving an object to its desired location in a consistentmanner.

With regard to baseball and softball in particular, many experts agreethat control is an essential element for a pitcher to have. Professionalplayers believe that focus is an important key to achieving control.However, learning to focus may prove difficult for young players, whichmay impede the road to enhanced control.

Experience shows that young people often have difficulty focusing,maintaining concentration, and staying on track. Notably, many kids haverelative short attention spans and it is difficult for them to focus ona particular task at hand. Many kids are on medications that attempt toenhance focus in any activity, whether in school, when doing chores, orin activities such as sports. These attention-related issues interferewith their ability to concentrate during training sessions, therebyreducing the effectiveness of prolonged training activities. If anactivity is fun for a kid to perform, and the kid can form some type ofemotional attachment when performing the activity, the kid's focus islikely to be significantly enhanced, which in turn may improveperformance. Thus, a system that is fun for kids, and for which the kidsmay form emotional attachments, is important to enhancing focus andperformance.

Additionally, during certain training activities, kids may be afraid forvarious reasons, which may impede focus and progress. By way of example,when training to be a baseball or softball pitcher, kids may be afraidof hitting a batter with a ball. Such a mental fear may affectconfidence, focus and performance, e.g., the kids may not be able toaccurately throw a pitch on an inside corner of the plate for fear ofhitting and injuring another kid.

Still further, a training system for kids should reduce the likelihoodof injury. Notably, young athletes frequently fail to take the timenecessary to warm up properly, often resulting in arm soreness andinjury. In the example where kids are training to be a baseball orsoftball pitcher, it is particularly important to warm up kids' arms toimprove blood flow and reduce risk of injury, preferably in a mannerthat is fun and interesting, forms an emotional attachment, and does notcause fear.

One existing modality for attempting to increase focus of a baseball orsoftball player is having a catcher use a bright colored glove, forexample, a bright orange leather mitt. Such a tool generally is helpfulfor visualization purposes and may improve control. However, there arelimitations on a bright colored glove, for example, it does not addressvarious training issues such as reducing injury, and use of the glovealone may become monotonous over time.

Improved methods and systems are needed for increasing accuracy in anactivity.

SUMMARY

The present embodiments provide systems and methods for improvingability level in an activity. For example, the systems and methods mayimprove focus and control for pitchers in baseball or softball. Moregenerally, a system comprises a first target comprising a firstdimension and a first color, and a second target comprising a seconddimension and a second color. The second dimension is greater than thefirst dimension, and the second color is different than the first color.

In one exemplary embodiment, the first target is a first home plate, andthe second target is a second home plate. The first home plate maycomprise a first width and the second home plate may comprise a secondwidth, wherein the second width is greater than the first width. Thus,the system is visually oriented, employing home plates having variousdifferent colors and sizes.

Additionally, user instructions are provided that specify a sequence ofdistances for positions of the first and second targets over activityintervals, such as days, weeks, number of throws, or other intervals.The user instructions may further specify an activity to perform duringthe activity interval, such as throwing a pitch, hitting a golf ball, ortossing a dart. The user instructions may be selected based on varioususer characteristics. In one embodiment, at least one of the usercharacteristic is age.

The user instructions may recite additional parameters besides thesequence of distances for positions of the first and second targets overactivity intervals. In one embodiment, at least one of the additionalparameters is a number of throws when the first target is positioned ata first distance from the user. Further, at least one of the additionalparameters may comprise an activity to be performed on a day off fromusing the first and second targets. The user instructions may beprovided on a DVD, may be uploadable into the memory of a mobile device,or may be provided through other media.

Advantageously, the present embodiments are designed to help users, andyoung men and women in particular, overcome various trainingdifficulties while providing several important benefits. Some exemplarybenefits include better focus and concentration, improved ball controland accuracy, improved confidence, reduced fear and anxiety, better armstrength, and reduced risk of arm injury.

Other systems, methods, features and advantages of the invention willbe, or will become, apparent to one with skill in the art uponexamination of the following figures and detailed description. It isintended that all such additional systems, methods, features andadvantages be within the scope of the invention, and be encompassed bythe following claims.

BRIEF DESCRIPTION OF THE DRAWINGS

The invention can be better understood with reference to the followingdrawings and description. The components in the figures are notnecessarily to scale, emphasis instead being placed upon illustratingthe principles of the invention. Moreover, in the figures, likereferenced numerals designate corresponding parts throughout thedifferent views.

FIG. 1 is a schematic illustrating a system of home bases according to afirst embodiment.

FIG. 2 is a top view illustrating an alternative home base design.

FIGS. 3A-3B illustrate a schematic view of a system of home plates usedto train pitchers in a first program, and a schematic view depicting along toss routine, respectively.

FIGS. 4A-4B illustrate a schematic view of a system of home plates usedto train pitchers in a second program, and a schematic view depicting along toss routine, respectively.

FIGS. 5A-5B illustrate a schematic view of a system of home plates usedto train pitchers in a third program, and a schematic view depicting along toss routine, respectively.

FIGS. 6A-6B illustrate a schematic view of a system of home plates usedto train pitchers in a fourth program, and a schematic view depicting along toss routine, respectively.

FIGS. 7A-7B illustrate a schematic view of a system of home plates usedto train pitchers in a fifth program, and a schematic view depicting along toss routine, respectively.

FIGS. 8A-8B illustrate a schematic view of a system of home plates usedto train pitchers in a sixth program, and a schematic view depicting along toss routine, respectively.

FIGS. 9A-9B illustrate a schematic view of a system of home plates usedto train pitchers in a seventh program, and a schematic view depicting along toss routine, respectively.

FIGS. 10-16 are exemplary instructions for using the apparatus of thepresent embodiments.

FIG. 17 is a flowchart describing one method of operation of a trainingsystem in accordance with the present embodiments.

FIG. 18 is a block diagram of one embodiment of an analysis system.

DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS

The present embodiments relate generally to the fields of activities,and more particularly, to training systems and methods for improvingaccuracy in an activity. While exemplary applications are shown anddescribed in connection with accuracy for throwing a baseball orsoftball, further activities (e.g., sports) are contemplated using theprinciples disclosed herein, including but not limited to throwing afootball, shooting a basketball, throwing darts, aiming a bowling ball,and the like.

Referring now to FIG. 1, in a first embodiment, a system 10 for improvedpitching is shown. In this example, the system 10 comprises four homeplates 20 a, 20 b, 20 c and 20 d. A first home plate 20 a comprises afirst width w_(a) and a first color. A second home plate 20 b comprisesa second width w_(b) and a second color. The second width w_(b) isgreater than the first width w_(a), and further, the second color isdifferent than the first color.

In this example, the system 10 further comprises a third home plate 20 ccomprising a third width w_(c) and a third color, wherein the thirdwidth w_(c) is greater than the second width w_(b), and wherein thethird color is different than the first color and the second color.Further, in this example, the system 10 comprises a fourth home plate 20d comprising a fourth width w_(d) and a fourth color, wherein the fourthwidth w_(d) is greater than the third width w_(c), and wherein thefourth color is different than the first color, the second color and thethird color.

The system 10 may comprise greater or fewer home plates than aredepicted in FIG. 1. For example, the system 10 may only comprise two orthree home plates, or alternatively, five or more home plates.Preferably, the widths and colors of each home plate are differentrelative to one another, as generally explained herein.

In the example of FIG. 1, the home plate 20 d comprises the width w_(d),which is measured laterally across the front of home plate 20 d thatfaces a pitcher. The home plate 20 d further comprises a first lengthL₁, which is generally parallel to a batters' box during use, and asecond length L₂, which is generally parallel to foul lines on a fieldduring use. For a typical professional baseball home plate, the widthw_(d) is 17 inches, the first length L₁ is 8.5 inches, and the secondlength L₂ is 12 inches.

Notably, a typical professional baseball home plate additionallycomprises a black strip 35 around its perimeter, as shown in FIG. 2. Theblack strip typically has a width w_(o) of 0.75 inches and continuouslyextends around the perimeter of the home plate. It will be appreciatedthat the home plates 20 a-20 d may omit the black strip 35 as generallydepicted in FIG. 1, or alternatively, one or more of the home plates 20a-20 d may incorporate the black strip 35 around their perimeters. Theprovision or omission of the black strip 35 is not intended to limit anyof the principles disclosed herein. In lieu of, or in addition to, theblack strip 35, the width w_(o) of the home plates optionally may beangled such that central portions of the home plates are raised relativeto the ground surface.

Referring still to FIG. 1, in this example illustrating four home plates20 a-20 d, the first width w_(a) of the first home plate 20 a is 8inches, the second width w_(b) of the second home plate 20 b is 11inches, the third width w_(c) of the third home plate 20 c is 14 inches,and the fourth width w_(d) of the fourth home plate 20 d is 17 inches.Preferably, the remaining dimensions of the home plates 20 a-20 c areproportionally smaller than the corresponding dimensions of the homeplate 20 d that are detailed above. All of the dimensions providedherein are for illustrative purposes only, and are not intended to belimiting. Each of the home plates 20 a-20 d may comprise respectivewidths w_(a)-w_(d) that are greater than, less than, or equal to theexemplary dimensions provided. However, it is preferable that the secondwidth w_(b) is greater than the first width w_(a), the third width w_(c)is greater than the second width w_(b), and the fourth width w_(d) isgreater than the third width w_(c), for purposes explained below.

Referring still to FIG. 1, in this example illustrating four home plates20 a-20 d, the first home plate 20 a may comprise a pink color, thesecond home plate 20 b may comprise an orange color, the third homeplate 20 c may comprise a green color, and the fourth home plate 20 dmay comprise a white color. Such exemplary colors are not intended to belimiting, as the home plates 20 a-20 d may comprise other colors thanthose listed herein. However, it is preferable that each of the homeplates 20 a-20 d comprises a difference color relative to each other, toenhance focus of a user during progression throughout various programs,as explained below. Moreover, it is preferable that the colors selectedare colors in which a user may focus upon with relative ease,particularly when placed on a grass or dirt surface.

Advantageously, using the system 10 of the present embodiments, inconjunction with user instructions as explained in FIGS. 10-16 below, anenhanced pitching training system is provided. The progression of homeplate sizes, as well as home plate colors, allows a user to maintaininterest and focus as the recommended pitching distances change, asexplained in more detail below.

Referring now to FIGS. 3-16, exemplary schematic arrangements andinstructional programs for using the system 10 are described. Asdescribed more fully in the flowchart of FIG. 17 below, one or morecharacteristics of a user of the system may be ascertained, such as age,whether the user is a softball or baseball player, whether there hasbeen any previous softball or baseball experience, and the like. Suchcharacteristics may be used to determine an appropriate program for theuser. For example, if a user is between ages 9 and 10 and wishes totrain for baseball, then the training system shown in FIGS. 3A-3B andoutlined in FIG. 10 may be selected.

In this example of FIG. 3A, the different home plates 20 a-20 d are eacharranged at different predetermined distances from a rubber 52 of amound 50. In one example, the first distance D_(1A), as measured fromthe rubber 52 to the front surface 22 a of the home plate 20 a, is 36feet. A second distance D_(2A), as measured from the rubber 52 to thefront surface 22 b of the home plate 20 b, is 40 feet. A third distanceD_(3A), as measured from the rubber 52 to the front surface 22 c of thehome plate 20 c, is 44 feet. A fourth distance D_(4A), as measured fromthe rubber 52 to the front surface 22 d of the home plate 20 d, is 48feet. Such dimensions are outlined in the instructions 55 that areprovided to the user, preferably in a table format, as indicated in FIG.10.

In a first part of the program of FIG. 3A, as outlined in theinstructions 55 of FIG. 10, on the first day a user may throw 10 pitchesat the first distance D_(1A), which is 36 feet from the home plate 20 a.In this example, the home plate 20 a comprises a front surface 22 a thatis 8 inches wide, as shown in FIG. 3A.

Next, the instructions 55 of FIG. 10 dictate that the user throws 10pitches at the second distance D_(2A), which is 40 feet from the homeplate 20 b. In this example, the home plate 20 b comprises a frontsurface 22 b that is 11 inches wide, as shown in FIG. 3A.

Subsequently, the instructions 55 of FIG. 10 dictate that the userthrows 10 pitches at the third distance D_(3A), which is 44 feet fromthe home plate 20 c. In this example, the home plate 20 c comprises afront surface 22 c that is 14 inches wide, as shown in FIG. 3A.

Finally, on the last portion of the first day, the instructions 55 ofFIG. 10 dictate that the user throws 10 pitches at the fourth distanceD_(4A), which is 48 feet from the home plate 20 d. In this example, thehome plate 20 d comprises a front surface 22 d that is 17 inches wide,as shown in FIG. 3A.

It should be noted that while the instructions 55 recommend throwing 10pitches at each distance D_(1A)-D_(4A), any number of throws may berecommended, such as 8, 15, or more or less. Moreover, the number ofthrows may change per interval, for example, a user may throw 10 pitchesat distance D_(1A), then throw 15 pitches at distance D_(2A), 8 pitchesat distance D_(3A), and throw 12 pitches at distance D_(4A). In otherwords, any of the parameters of the system, including the number ofthrows and distance to plate, may be modified as desired to adapt thesystem to a particular setting, sport, age, or other characteristic.

In one embodiment, the pitcher may throw from a stationary or fixedrubber, e.g., one implanted on the mount of a baseball field, and movethe home plates 20 a-20 d progressively back as described in theinstructions 55. In an alternative embodiment, the system 10 maycomprise a portable rubber 45, as shown in FIG. 1, and the pitcher maykeep the home plates 20 a-20 d at the same location while moving theportable rubber 45 back in increments as prescribed by the instructions55. In one example of the latter embodiment, a user may throw 10 pitchesat the first distance D_(1A), with the portably rubber 45 being 36 feetfrom the home plate 20 a, and then may place the home plate 20 b inabout the same location as the home plate 20 a while moving the portablerubber 45 back 4 feet to achieve the second distance D_(2A). In stillother embodiments, both the home plates 20 a-20 d and the portablerubber 45 may be moved back simultaneously, e.g., each 2 feet backrelative to their previous locations, to achieve the prescribeddistances relative to one another.

Notably, the portable rubber 45 may be sized to match the dimensions ofa rubber on a professional baseball field, or may be sized to havelarger or smaller dimensions, and may be a white color or anothersuitable color. If the portable rubber 45 is used, it may allow a userto throw with the home plates 20 a-20 d near a backstop such as a fence,net, screen or wall, without the need for a catcher, such that the usermay conveniently retrieve balls thrown against the backstop while movingthe portable rubber 45 back in the suggested increments relative to thehome plates 20 a-20 d.

Referring still to the embodiment of FIGS. 3A-3B, together with therelated instructions of FIG. 10, on the second day of the program theinstructions 55 indicate that the user should play long toss, startingat a region 60 that is a long toss distance D_(TA) from the rubber 52,with 10 throws. In the example of FIG. 3B, the starting long tossdistance D_(TA) is 40 feet. Subsequently, the distance is increased insuggested increments of S_(1A) and S_(2A), which in the embodiment ofFIG. 3B are each 20 feet. Thus, the user plays long toss at with apartner who is incrementally positioned at regions 60, 65 and 70, whichare 40, 60 and 80 feet from the rubber 52, respectively. The user thenmay progress in a reverse direction from the regions 70 to 65 and to 60,thus throwing at distances of 80, 60 and 40 feet, respectively, asindicated in the instructions 55 shown in FIG. 10.

The instructions 55 of FIG. 10 further suggest that on the third day,the user repeats the sequence of throws from the first day. Then, on thefourth day, the long toss sequence from the second day may be repeated.Finally, on the fifth day, the user repeats the sequence of throws fromthe first and third days.

Notably, the instructions 55 may provide additional advice orsuggestions. In one non-limiting example, the instructions 55 mayrecommend that a user in the program of FIGS. 3A-3B and FIG. 10 uses aratio of 80% fastball pitches with 20% change-ups. Additionalrecommendations may be provided, including warm-up and recoveryinstructions, and the like.

Advantageously, using the system 10 of the present embodiments, anenhanced pitching training system is provided. The progression of homeplate sizes and distances, as well as home plate colors, allows a userto maintain interest and focus as the pitching distances change. Inparticular, the system 10 having different size home plates 20 a-20 dallows a user to throw a predetermined number of pitches at a shorterdistance with a smaller home plate 20 a of a first color. Subsequently,the system 10 allows the user to throw predetermined numbers of pitchesat longer distances with larger home plates of different colors. Byvarying the sizes and colors of the home plates 20 a-20 d, as well asdistances, the user's focus and control will be improved.

In particular, the system 10 may be beneficial for kids havingrelatively short attention spans, where it may be difficult for them tofocus on a particular task at hand. Since the throwing activities arefun for kids to perform, especially when integrating targets ofdifferent sizes and attractive colors, kids can form an emotionalattachment when learning to pitch, thus potentially significantlyenhancing focus, which may in turn improve performance. Notably, thesystem 10, in conjunction with the instructions 55, may be considerablyless monotonous for kids, relative to simply throwing repeatedly from amound to the same home plate at the same distance. Additionally, thebreak that occurs when changing between distances D_(1A)-D_(4A) isexpected to significantly benefit the user, particularly kids, whentraining. For example, the break may allow a user to regain mental focusas they switch to a new distance. Focus may be recharged as the usermust now throw to a different home plate of different size and color. Bymaintaining interest and focus with short breaks, performance can beenhanced. Moreover, the pauses that occur when the distances areadjusted allow time for coach instruction, while enabling theparticipant to reflect on and implement the advice that is given.

Additionally, the system 10 allows a user to focus downward, on a lowerlevel and towards the various colors of the home plates 20 a-20 d, whichmay have multiple advantages. First, it may train the user to keeppitches down in the strike zone, which may be advantageous forperformance. Second, by focusing on the various colors of the homeplates 20 a-20 d, it may alleviate fears, particularly for children, ofhitting a batter with a ball by focusing on the plate instead ofworrying about the batter standing next to it, which may significantlyincrease confidence, focus and performance. In other words, at shorterdistances, the participant throws at slower speed, and gradually, as thethrowing distance increases, the participant throws at greater speedsand uses larger, differently-colored home plates. The combination ofthese variables helps the participant maintain his or her concentrationlevel and focus in the activity, enhances the participant's command andball control, and makes it easier for the participant to keep the balllow in the strike zone, an important goal of the activity.

Moreover, the programs outlined in the embodiment of FIG. 10 mayfacilitate development of a user's pitching arm, without providing toomuch strenuous activity on the arm. Specifically, the mixture of daysinvolving pitching with the home plates 20 a-20 d and days simplyplaying long toss, along with the recommended number of pitches anddistances, promotes an increase in arm strength without unacceptablestrain.

Additionally, the instructions 55 may specify throwing speeds, orpercentages of maximum speed, as a parameter. For example, at the firstdistance D_(1A), the instructions 55 may suggest a user throw at 40%maximum speed. Subsequently, at distances D_(2A)-D_(4A), theinstructions 55 may suggest a user throw at 60%, 80% and 100% maximumspeeds, respectively. With this parameter, several advantages areachieved. First, the user may warm up and improve blood flow to reducerisk of injury by building up to higher speeds and distances over time.It is also important, particularly with kids, to emphasize that throwingat maximum speed is not the only important consideration when learningto pitch, but rather control is equally, if not more, important.Additionally, when pitching in baseball or softball, changing speeds maybe important, e.g., to keep the batter off balance, and therefore byspecifying various throwing speeds, or percentages of maximum speed, asa parameter, a user may advantageously become accustomed to mixing updifferent pitches at different velocities.

It should be noted that the systems and methods herein may be used whenonly one person is training, or when groups are training together. Inthe latter example, multiple systems 10 may be set up in parallel, e.g.,during a training camp. Still further, users of both genders may improveperformance significantly using the systems and methods herein.

Additional instructions are provided to accommodate an array of users ofdifferent ages, as well as baseball versus softball pitching. Forexample, the schematic program illustrated in FIGS. 4A-4B is similar tothe program of FIGS. 3A-3B, but the program of FIGS. 4A-4B may besuitable for baseball pitchers ages 11-12. The starting distance D_(1B),as measured from the rubber 52 to the front surface 22 a of the homeplate 20 a, may be 42 feet in this example, as outlined in theinstructions shown in FIG. 11 that are provided to a user at thisprogram level. A second distance D_(2B), as measured from the rubber 52to the front surface 22 b of the home plate 20 b, may be 46 feet asnoted in the instructions of FIG. 11. A third distance D_(3B), asmeasured from the rubber 52 to the front surface 22 c of the home plate20 c, may be 50 feet. A fourth distance D_(4B), as measured from therubber 52 to the front surface 22 d of the home plate 20 d, may be 54feet. Moreover, a starting long toss distance D_(TB) may be 40 feet,while the maximum distance at region 70 is 100 feet in the embodiment ofFIG. 4B, as outlined in the instructions provided in FIG. 11. Theinstructions for use in connection with FIGS. 4A-4B and FIG. 11 areotherwise similar to those outlined in the embodiment of FIGS. 3A-3B andFIG. 10, as explained above.

Similarly, the schematic program illustrated in FIGS. 5A-5B correspondsto the exemplary user instructions shown in FIG. 12, in which a baseballpitcher ages 13-15 may use a starting distance D_(1C) from the homeplate 20 a that is 45 feet. Subsequently, it is instructed that the userapplies distances of 50, 55 and 60 feet for the different home plates 20b-20 d, respectively, as outlined in the instructions of FIG. 12.Moreover, a starting long toss distance D_(TC) may be 60 feet, while themaximum distance at region 70 is 120 feet in the embodiment of FIG. 5B,as outlined in the corresponding instructions provided in FIG. 12.Alternatively, the 60 feet distances outlined in FIG. 12 may be replacedby a 60 feet, 6 inch recommendation, which is the distance between arubber and home plate in a professional baseball game. However, as withall embodiments herein, the recommended distances may vary and theexample dimensions provided are non-limiting.

The schematic program illustrated in FIGS. 6A-6B corresponds to theexemplary user instructions shown in FIG. 13, in which a baseballpitcher ages 16 and over uses a starting distance D_(ID) from the homeplate 20 a that is 48 feet. Subsequently, it is instructed that the userapplies distances of 52, 56 and 60 feet for the different home plates 20b-20 d, respectively, as outlined in the instructions of FIG. 13.Moreover, a starting long toss distance D_(TD) may be 60 feet, while themaximum distance at region 70 is 150 feet in the embodiment of FIG. 6B,as outlined in the instructions provided in FIG. 13.

The schematic program illustrated in FIGS. 7A-7B corresponds to theexemplary user instructions shown in FIG. 14, in which a softballpitcher ages 9-10 uses a starting distance D_(1E) from the home plate 20b that is 32 feet. Subsequently, it is instructed that the user appliesdistances of 35 and 38 feet for the different home plates 20 c-20 d,respectively, as outlined in the instructions of FIG. 14. Notably, inthis example, only three home plates 20 b-20 d are used. It will beappreciated that any number of home plates may be used, and thedistances varies, consistent with the systems and principles disclosedherein. Moreover, on the second day of this program is it recommendedthat a user perform long toss with a starting distance D_(TE), which maybe may be the distance between a second base 82 on a baseball diamondand a home plate 84, as outlined in the instructions provided in FIG.14.

The schematic program illustrated in FIGS. 8A-8B corresponds to theexemplary user instructions shown in FIG. 15, in which a softballpitcher ages 11-13 uses a starting distance D_(1F) from the home plate20 b that is 34 feet. Subsequently, it is instructed that the userapplies distances of 37 and 40 feet for the different home plates 20c-20 d, respectively, as outlined in the instructions of FIG. 15.Moreover, on the second day of this program is it recommended that auser perform long toss with a starting distance D_(TF), which may be maybe the distance between a second base 82 on a baseball diamond and ahome plate 84, as outlined in the instructions provided in FIG. 15.

Finally, the schematic program illustrated in FIGS. 9A-9B corresponds tothe exemplary user instructions shown in FIG. 16, in which a softballpitcher ages 14-16 uses a starting distance D_(1G) from the home plate20 b that is 37 feet. Subsequently, it is instructed that the userapplies distances of 40 and 43 feet for the different home plates 20c-20 d, respectively, as outlined in the instructions of FIG. 16.Moreover, on the second day of this program is it recommended that auser perform long toss with a starting distance D_(TE), which may be maybe the distance between a second base 82 on a baseball diamond and ahome plate 84, as outlined in the instructions provided in FIG. 16.

Advantageously, as noted above, each of the training systems uses thesystem 10 to teach a user enhanced focus and control by varying theprogression of home plate sizes and throwing distances, as well as homeplate colors. Further, the programs outlined in the various instructionsof FIGS. 10-16 facilitate development of a user's pitching arm withoutimposing too much strain, as noted above.

The home plates 20 a-20 d and the user instructions may be provided aspart of a kit. In one example, measuring tape that allows a user todetermine pertinent distances may be provided as part of a purchasablekit that includes the home plates 20 a-20 d, a portable rubber 45, andan instructional DVD containing at least the user instructions andtables outlined in FIGS. 10-16, optionally with visual demonstrations.In other words, the kit may include, in any combination, a selection ofhome plates, a portable rubber, user instructions, tables, a measuringtape, and an instructional DVD. Other materials may be provided as partof the kit in connection with the apparatus described herein.

Referring to FIG. 17, an example of a flowchart for using the system 10is described. In block 102, a user starts by obtaining the system, andin block 104 the user's characteristics are obtained. For example, theuser's characteristics may include age, softball or baseball player,previous baseball or softball experience, and the like. Depending on theuser's characteristics, then in block 106 an appropriate program isselected. For example, if a user is between ages 9 and 10 and istraining for baseball, the program shown in FIG. 10 may be selected. Theprogram may be selected by a user reading instructions provided, oralternatively, a program may be selected by a software program inresponse to user inputs into a computing device, as explained further inFIG. 18 below.

In block 108, after a suitable program is selected, a user picks thenext activity of the program, which may be using different home plates20 a-20 d and different distances, or alternatively, playing long toss,as recommended in the user instructions associated with the selectedprogram. For example, if the program of FIG. 10 was selected in block106, then the user may start on day one by pitching with the varioushome plates 20 a-20 d at the recommended distances. The user thendetermines if there is more in the sequence of a particular program atblock 110, e.g., if the user is somewhere between days 1-5 of theprogram. If so, the user moves back to block 108. If not, the usercompletes the selected program, as indicated in block 112. At block 114,it may be determined whether the user wishes to move to a new programlevel, or is otherwise physically or mentally ready to proceed toanother level, regardless of whether the new level is higher or lowerthan the current level. If the answer is no, then at block 114 theuser's training ends. If the answer is yes, then the user returns toblock 104 and the present characteristics are ascertained, which mayinclude a slightly different age or experience level after completion ofthe immediately past program. Upon determination of the newcharacteristics, a user proceeds through the new program as outlinedabove.

Referring now to FIG. 18, a block diagram of one embodiment of atraining system 200 is described. In one embodiment, the training system200 may be part of a server such as a personal computer, workstation,mobile device, network, or other now known or later developed system forobtaining and storing information. The training system 200 comprises aprocessor 235 and a memory 236, and also may comprise a user input 237and a display 238. Additional, different or fewer components may beprovided.

In the embodiment shown in FIG. 18, the processor 235 is a generalprocessor, digital signal processor, application specific integratedcircuit, field programmable gate array, analog circuit, digital circuit,combinations thereof or other now known or later developed processor.The processor 235 may be a single device or a combination of devices,such as associated with a network or distributed processing. Any ofvarious processing strategies may be used, such as multi-processing,multi-tasking, parallel processing or the like. The processor 235 isresponsive to software instructions executed from the memory 236.

The memory 236 is a computer readable storage media. Computer readablestorage media include various types of volatile and non-volatile storagemedia, including but not limited to random access memory, read-onlymemory, programmable read-only memory, electrically programmableread-only memory, electrically erasable read-only memory, flash memory,magnetic tape or disk, optical media and the like. The memory 236 may bea single device or a combination of devices. The memory 236 may beadjacent to, part of, networked with and/or remote from the processor235.

The user input 237 is a mouse, keyboard, switch, buttons, key, slider,knob, touch pad, touch screen, trackball, combinations thereof or othernow known or later developed user input device. The user input 237receives input from a user. In response to activation of the user input237, signals or data are provided to the processor 235.

The display 238 is a CRT, monitor, flat panel, LCD, projector, printeror other now known or later developed display device for outputtingdetermined information. For example, the processor 235 causes thedisplay 238 at a local or remote location to output data indicating auser program or related instructions, for example, the distances for thehome plates, the number of throws, or any other information included inthe training program defined in the tables.

The memory 236 stores instructions for the processor 235. In oneembodiment, the instructions are stored on a removable media drive, suchas DVD or other media 240, for reading by the training system 200. Inanother embodiment, the instructions are stored in a remote location fortransfer through a network interface 242, or over telephone lines, tothe training system 200. The instructions also may be stored on othermedia or devices.

The memory 236 also stores personal information, such as usercharacteristics 247. The user characteristics 247 may be input manuallyvia the user input 237. The user characteristics 247 correspond tofeatures, such as age, sport, previous experience or ability level, orother sources of information.

A software program having instructions is loaded into the memory 236 ofthe training system 200, such that the software program may be run viathe processor 235. The software program may be capable of variousfunctions. For example, the software program may be configured toprocess data associated with user characteristics 247 that is stored onthe training system 200. The software program also may be capable ofsearching through the information stored in the memory 236 in responseto a user input. For example, the program 245 may accept usercharacteristics through the user interface 238, then search the tables246 for the applicable training program (e.g., by selecting the Table inFIG. 10 for a baseball player age 9).

The software program may comprise instructions, which may be installedin the memory 236, for tailoring a particular training program to auser's characteristics. Specifically, since users will have differentages, ability levels, and selected sports, the software program iscapable of tailoring a program to a particular user's needs. Informationthat may be installed and stored in the memory 236 includes, but is notlimited to, training programs 245 and tables of information 246 (e.g.,the Tables shown in FIGS. 10-16). As one example, the program 245 may bea control program that implements the logic shown in FIG. 17 throughinstructions executed by the processor 235.

By way of example, a user may inputs his or her age as 10 years old viathe user interface 238, may indicate an average beginning ability level,and may select baseball as the sport. In response, the software programmay determine, as a selected program, the table shown in FIG. 10 andinstructions associated therewith.

In one exemplary system, the processor 235, the memory 236 and otherpertinent components may be provided in a portable device such as alaptop computer, cell phone, PDA, smart phone, or other any device, suchthat a coach on a field may guide a child through a program as theinstructions are displayed on his portable device. Alternatively, itwill be understood that in lieu of a computer-related instructionalprogram, printed instructions may be provided as part of a system or kitthat includes all of the pertinent tables and materials.

The training system described above improves focus, control, andaccuracy, resulting in substantial benefits to those who use the systemand to children in particular. Thus, the training system is particularlyeffective because many children tend to have relatively short attentionspans, which makes it difficult for them to focus on a task at hand.Moreover, the activities of the training system described above are funfor kids to perform, allowing the kids to form an emotional attachmentwhen performing the activities, which in turn may improve focus andperformance.

Additionally, the training system described above may reduce fear,particularly for kids playing baseball or softball in terms of hitting abatter with a ball, by allowing the user to focus on an object otherthan the batter. Still further, the training system described above mayreduce the likelihood of injury, as the instructions and systems allowkids' arms to warm up and systematically improve blood flow, notably ina manner that is fun and interesting and forms an emotional attachment.

It will be appreciated that while one exemplary usage is shown inconnection with accuracy for throwing a baseball, further activities orsports are contemplated using the principles disclosed herein, includingbut not limited to throwing a football, shooting a basketball, throwingdarts, aiming a bowling ball, and the like. By way of example, forthrowing a football, different targets (e.g., rings of different sizesand colors) may be provided, whereby a user may throw the footballprogressively through the different rings of different sizes and fromdifferent distances, according to any desired practice program (whichmay be defined with tables like those illustrated in FIGS. 10-16).Similarly, for shooting a basketball, different targets (e.g.,basketball rims of different sizes, and rims or nets of differentcolors), may be provided, whereby a user may throw the basketballprogressively through the different rims at different distancesaccording to any desired practice program.

While various embodiments of the invention have been described, it willbe apparent to those of ordinary skill in the art that many moreembodiments and implementations are possible within the scope of theinvention. Accordingly, the invention is not to be restricted except inlight of the attached claims and their equivalents.

I claim:
 1. A system for improving ability level in an activity, thesystem comprising: a first target comprising a first dimension and afirst color; a second target comprising a second dimension and a secondcolor, wherein the second dimension is greater than the first dimension,and wherein the second color is different than the first color; and userinstructions that specify a sequence of distances for positions of thefirst and second targets over activity intervals.
 2. The system of claim1, wherein the first target is a first home plate, and wherein thesecond target is a second home plate.
 3. The system of claim 2 furthercomprising a portable rubber, wherein the portable rubber may beselectively moved forward or backward relative to the first home plateand the second home plate, according to the sequence of distancesprovided in the user instructions.
 4. The system of claim 2 wherein thefirst home plate comprises a first width and the second home platecomprising a second width, wherein the second width is greater than thefirst width.
 5. The system of claim 4 further comprising a third homeplate comprising a third width and a third color, wherein the thirdwidth is greater than the second width, and wherein the third color isdifferent than the first color and the second color.
 6. The system ofclaim 5 further comprising a fourth home plate comprising a fourth widthand a fourth color, wherein the fourth width is greater than the thirdwidth, and wherein the fourth color is different than the first color,the second color and the third color.
 7. The system of claim 1 where theactivity interval comprises a day.
 8. The system of claim 1 where theuser instructions further specify an activity to perform during theactivity interval.
 9. A method for improving ability level in anactivity, the method comprising: providing a first target comprising afirst dimension and a first color; providing a second target comprisinga second dimension and a second color, wherein the second dimension isgreater than the first dimension, and wherein the second color isdifferent than the first color; and providing user instructions thatspecify a sequence of distances for positions of the first and secondtargets over activity intervals.
 10. The method of claim 9 furthercomprising ascertaining user characteristics to facilitate selectingspecific user instructions.
 11. The method of claim 10 wherein at leastone of the user characteristics is age.
 12. The method of claim 10wherein at least one of the user characteristics identifies a particularactivity.
 13. The method of claim 9 wherein the user instructions reciteat least one additional parameter besides the sequence of distances forpositions of the first and second targets over activity intervals,wherein at least one of the additional parameters is a number of throwswhen the first target is positioned at a first distance from the user.14. The method of claim 13, wherein at least one of the additionalparameters is an activity to be performed on a day off from using thefirst and second targets.
 15. The method of claim 9, where the activityinterval comprises a day.
 16. The method of claim 9, where the userinstructions further specify an activity to perform during the activityinterval.
 17. A product comprising: a machine readable medium; and logicstored on the medium that, when executed by a processor, causes theprocessor to: accept user characteristics as input; and select anddisplay user training instructions based on the user characteristics,the user instructions specifying: a first target comprising a firstdimension and a first color; a second target comprising a seconddimension and a second color, wherein the second dimension is greaterthan the first dimension, and wherein the second color is different thanthe first color; and a sequence of distances for positions of the firstand second targets over activity intervals.
 18. The product of claim 17wherein at least one of the user characteristics is age.
 19. The productof claim 17 wherein at least one of the user characteristics identifiesa particular activity.
 20. The product of claim 17, wherein the activityinterval comprises a day.